This study aims to analyze differences between students' handwritten and computer-written texts regarding spelling, grammar and rules of the Swedish language. In addition, the teacher's role will be analyzed based on teaching around writing development. The study will have its theoretical starting point in the sociocultural theory. A total of 13 students in grade 5 from the same class participated in the study, where each student wrote one text by hand and one text by computer that was analyzed. For these text analyses, an interview with the current teacher of the class has been conducted regarding the pupils' knowledge of spelling, grammar and rules of the Swedish language, the interview was based on the pupils' results and how the teaching takes places in these areas.

The results of the study show that the students perform better in handwritten texts than the computer-written texts in all the areas of spelling, grammar and rules of the Swedish language. Based on the analysis made, the handwritten texts usually contain fewer errors regarding spelling, grammar and rules of the Swedish language than in the computer-written texts.

The teacher for the class in question mentions that the teaching is initially aimed at limited areas within the language so that the pupils will then know these areas in their continued writing. The teacher also mentioned that the students in the current class have relatively low computer skills, and that they do not know how to handle writing programs on the computer, which could be a reason for the outcome of the result.